Outcomes

Peter FenrichInstructional Development Consultant

Learning and Teaching Centre (bcit.ca/ltc)British Columbia Institute of Technology

Tel: 604-432-8817Peter_Fenrich@bcit.ca

As a student, have you ever asked yourself:

“What should I focus on?”

“What does he/she really want us to be able to do?”

“What is on the test?”

Possible Confusion?

By the end of this lesson, you should be able to:

- write complete outcomes

- evaluate whether an

outcome is written well What does outcome mean

to you?

The Outcome

Outcomes are specific measurable skills that tell what learners should be able to do.

Also called learning outcomes, objectives, and competencies.

What are Outcomes?

Goals are broad skills that may not be directly measurable.

- You should be able to teach effectively. Outcomes are specific measurable

skills. - You should be able to make

lessons interactive through asking open-ended questions.

Goals Versus Outcomes

Outcomes communicate to learners, instructors, and other interested people, what learners should be able to do.

Stated outcomes lead to an expectation of what is to be taught. You need to do your best to achieve those outcomes.

For Who?

With those at your table, determine two reasons why outcomes help learners?

1) __________________________ __________________________ 2) __________________________ __________________________

Why Outcomes Help Learners

Learners do better, when informed They help learners: - focus their thoughts - organize their studying - avoid becoming lost - make appropriate decisions - maintain their motivation Note that higher expectations lead

to higher results

Why Outcomes Help Learners

The foundation for all lesson plans.

Why Cover Outcomes (1)?

Outcomes are often a) assessed at a different than stated

level b) not set to a high enough level c) written poorly d) all of the above

Why Cover Outcomes (2)?

Why Cover Outcomes (3)?

Students can become frustrated if outcomes are written poorly

Errors are more likely if outcomes are written poorly

Steps to Writing Outcomes

After identifying the content area:

- Identify a specific measurable

behaviour using an action verb.

- Use a verb list (e.g., Bloom’s) to

select the verb at the highest level

of skill needed.

- Domains: Cognitive (thinking),

Psychomotor (physical), and Affective

(attitudes, beliefs, and values).

Writing Outcomes Step 1

Do NOT use the following, as they are imprecise, are hard to measure, and/or can be at various thinking levels.

E.g., You will appreciate the importance of personal protective equipment

Understand, appreciate, know, discover, realize, comprehend, grasp, get, believe, think, perceive, figure out, enjoy, learn, consider, feel, see, be introduced to, show awareness of, show an interest in, show a proper attitude, show capacity for, become familiar with, develop critical thinking abilities, develop intelligence, use

Writing Outcomes Step 1

In the content area of “Outcomes”:

- For this lesson, “Write” and

“Evaluate” are good verbs to use.

- “Have knowledge of” is a bad

“verb”. Why?

- For this lesson, I would not teach

you to “Describe” a learning

outcome. Why not?

Writing Outcomes Step 1

After selecting the verb, write a sentence with the content area put after the verb. For example:

Write an outcome that has a measurable action verb.

Writing Outcomes Step 2

After putting the content area after the verb, specify applicable conditions. For example:

Write an outcome that has a measurable action verb, given verbs listed within Bloom’s taxonomy.

Writing Outcomes Step 3

After specifying applicable conditions, specify applicable criteria. For example: Write an outcome that has a

measurable action verb, given verbs listed within Bloom’s taxonomy, that is at the highest level needed.

Conditions can be about accuracy. When is 100% accuracy needed?

Writing Outcomes Step 4

After specifying applicable criteria, it is complete.

Review the learning outcome.

- Consider having others do this.

Writing Outcomes Step 5

Inform the learner of the outcome. Consider both verbally and written.

Inform the Learner

A “risky” start to an outcome is: “Today we will talk about …” A “safe” start to an outcome is: “You should be able to …” Why is the former risky compared to

the latter?

Phrasing the Outcome

Outcomes are specific measurable skills. 1. Identify a specific measurable behaviour using an action verb. Ensure the verb is at the highest appropriate level. 2. Put the content area after the verb. 3. Specify applicable conditions. 4. Specify applicable criteria. 5. Review it.

Summary

Write down two or more key points about writing learning outcomes that are important to you.

______________________________

______________________________

______________________________

______________________________

______________________________

Key Points

Write/Review An Outcome Write your own learning outcome_______________________________________

_______________________________________

_______________________________________

_______________________________________

Review it based on the steps. Ask one other person review it. Check it with me.

What questions about outcomes

do you still have?